Many education professionals and parents try using a First-Then board and feel frustrated when it “doesn’t work.” Often, the problem isn’t the board itself — it’s subtle mistakes in how it’s used. Understanding these common pitfalls can save time, reduce stress, and make your visual schedules truly effective for children with special needs.
1. Mistake: Overusing the Schedule
- What happens: The board is used for every single activity or transition, even when it’s not needed.
- Why it matters: Overuse can reduce motivation and make the visual schedule lose its power as a behavioral cue. Children may stop paying attention or engaging.
- How to avoid it:
- Use the board for high-impact transitions or situations known to cause anxiety or refusal.
- Gradually fade use for highly routine or predictable tasks to maintain effectiveness.
2. Mistake: Starting With a Low-Preference Task
- What happens: Starting with a task the child dislikes, hoping the board will motivate compliance.
- Why it matters: Beginning with a low-preference activity often triggers refusal, making it harder for the child to engage with the schedule at all.
- How to avoid it:
- Begin with an “easy win” task — something the child is highly likely to do without refusal.
- Start with just one “first” and one “then” in the sequence, rather than multiple steps.
- Gradually build up to medium or low-preference activities once the child is familiar and successful with the board.
3. Mistake: Using the Board Without Reinforcement or Praise
- What happens: The First-Then board shows the sequence, but no acknowledgment is given for completing tasks.
- Why it matters: Visual schedules are more effective when paired with reinforcement or positive feedback. Without it, the child may not learn the desired behavior.
- How to avoid it:
- Use small rewards, praise, or access to a preferred activity after completing the “first” task.
- Even simple verbal acknowledgment (“Great job finishing this step!”) can maintain motivation.
4. Mistake: Making the Board Too Complex
- What happens: Boards include too many steps, confusing icons, or cluttered layouts.
- Why it matters: Cognitive overload can frustrate children, especially those with attention or processing challenges.
- How to avoid it:
- Keep boards simple and concrete — initially start with just one ‘first’ and one ‘then’ step.
- Use clear, consistent visuals that are easily recognizable.
- Break longer sequences into smaller “mini-boards” if needed.
5. Mistake: Not Gradually Introducing the Board
- What happens: Boards are introduced abruptly, expecting immediate understanding and compliance. Success is often not immediate!
- Why it matters: Children may feel overwhelmed or anxious, leading to refusal or confusion.
- How to avoid it:
- Introduce the board slowly, starting with short sequences and high-probability tasks.
- Demonstrate each step, model expected behavior, and provide support as needed.
Takeaway
The effectiveness of a First-Then board depends not just on the tool itself, but on how it’s implemented. Avoiding these common mistakes ensures your visual schedule supports transitions, reduces anxiety, and builds independence.
Try It With This Resource
If you’re looking for a ready-to-use First-Then Board set with multiple formats, 120 icons, and token boards to support motivation, check out my First-Then Board Resource on TPT. It’s designed to help teachers and parents implement these strategies successfully from the start.
If you haven’t read our first post on First-Then boards, How to Introduce a First Then Board the Right Way (and Guarantee Success), check it out for foundational tips and strategies.